Data collected to measure the impact of problem-based learning and document physics classroom practices among Ugandan secondary schools.

This dataset comprises data collected from three measures; (a) 419 students who completed the mechanical waves conceptual survey (MWCS), (b) the same students (419 students) who completed the views about sciences survey (VASS), and (c) 152 physics lessons that were observed from 22 teachers using reformed teaching observation protocol (RTOP). The data were collected from 19 schools in Mitoma district, Southern western Uganda, for the first author's doctoral research project in physics education pursued at the University of Rwanda College of Education (URCE). The data were collected from February to April 2021, while the training for the problem-based learning (PBL) approach was delivered to teachers from 10 to 11 February 2021. The students were split into four groups (with a Solomon four-square design), and data includes pre-and post-test measures from before and after teacher instruction on problem-based learning. On the side of teachers, 72 classrooms were observed in classrooms taught by teachers who were trained in PBL, while 80 were observed in the classroom taught by teachers who were not trained in PBL. This dataset is in the form of raw data, and it can be analyzed in various forms, such as students' performance and conceptual understanding of mechanical waves, their attitudes toward science, and teacher and students' classroom practices. It provides room for researchers to explore, dig deep into, and reuse it for various purposes such as experimental versus control trials, students' gender, school characteristics, etc. Policymakers and educationists would also explore and get insights into Ugandan classrooms' teaching and learning practices.

Effect of problem-based learning on students' attitude towards learning physics: a cohort study.

Background: Attitude is a learning scale that informs which approach should be used to call students to school. It can be seen a supporting tool that informs teachers, policymakers, and researchers of the needs for raising interest in learning a certain subject, such as physics. This study aimed at determining the effect of problem-based learning on students' attitude towards learning physics. Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The participants of the study were 419 13 th-grade physics students of the 2020/2021 school year in both Ugandan government and private secondary schools. Among these students, one group was taught using problem-based learning instruction while another group was taught using traditional instruction for 12 weeks. Data were collected using a standardized tool called Views About Science Survey. Using Microsoft Excel 2016 and Statistical Package for Social Scientist version 23.0, descriptive and inferential statistics were used to determine a significant difference between experiment and control groups. Results: It was found that both problem-based learning and traditional instructions caused a statistically significant positive effect on students' attitudes towards physics. However, the experimental group gained more positive attitude than the control group as they were more inclined towards the expert-like attitude (thinking like a scientist in a domain) than their counterparts due to the problem-based learning approach they learned in. Conclusions: Therefore, it was concluded that problem-based learning is a more effective method of teaching physics than traditional methods. Hence, we suggest that secondary school teachers need to adopt the use of problem-based learning in the teaching of science concepts, especially physics.

Classroom observation data collected to document the implementation of physics competence-based curriculum in Rwanda.

Classroom observation has played a role in documenting classroom practices to improve teaching and learning outcomes. This dataset allows teachers, researchers, and educational policymakers to reanalyze it depending on the interest variables and understand Rwanda's current physics education. The data was collected among qualified teachers from selected schools in Kigali city and rural eastern province in Rwanda. Classroom observation data were collected using the Reformed Teaching Observation Protocol (RTOP) and Classroom Observation Protocol for Undergraduate STEM (COPUS). This data article describes the collected data, research design undertaken, and methods used to collect and analyze them." The data collected are valid and reliable due to standard instruments used and consistent agreement between classroom observers. A step-by-step procedure on collecting and analyzing COPUS data and checking interobserver reliability has been detailed and informed in supplementary materials.

Dataset for measuring the conceptual understanding of optics in Rwanda.

This dataset is an accumulation of data collected to test Rwandan physics students' conceptual understanding of light phenomena and to assess instructional tools for active learning of optics. We collected and analysed data from 251 grade 11 (senior 5) students using our Light Phenomena Conceptual Assessment (LPCA) tool and from 136 grade 10 (senior 4) students using Geometric Optics Conceptual Understanding Test (GOCUT) in 2019. Before collecting data, we designed and validated LPCA and GOCUT, and tested their reliability. Data were collected before and after students learnt about the unit of light. Both day and boarding schools in rural and urban areas were included in our sampling. Data collected were test scores from students after performing a 30-item LPCA test or 25-item GOCUT test in 40 minutes. The data may be reused to extend  students' understanding of optics concepts through item analysis, analysis of school characteristics such as location and school type, or by analysing students' characteristics such as subject combinations.